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Aims of this presentation
• Tohighlightsomeofthekeyconceptsinassessmentandfeedback
• Topresentsomeofthekeyresearchinthisarea
Assessment is:‘aboutreportingonstudents’achievementsandaboutteachingthembetterthroughexpressingtothemmoreclearlythegoalsofourcurricula.Itisaboutmeasuringstudentlearning;itisaboutdiagnosingmisunderstandingsinordertohelpstudentstolearnmoreeffectively.Itconcernsthequalityofteachingaswellasthequalityoflearning;itinvolvesusinlearningfromourstudents’experiences,andisaboutchangingourselvesaswellasourstudents’.
(Ramsden,2003:177)
From our students’ point of view, assessment always defines the actual
curriculum
(Ramsden, 2003: 182)
(Some) issues with assessment and feedback
Students:• Assessmentsbunchedtogether• Assessment‘burden’• Confusionaboutstandards&
criteria• Timeliness• Emotions(anxiety;anger)• Howtounderstandcriteria• Howtounderstandfeedback
(language,terminology)• Lackofrelevance• Don’tknowhowtouseit/apply
ittoafuturetask
Staff:• Assessment‘burden’–
assessmentnotreflectedinworkload
• Studentsobsessedwithmarks,notfeedback
• Studentsdon’treadfeedback• Time• Emotions
(anger/frustration/pleasure?)• Howmuch?• Language&tone
The REAP projectAssessmentactivitiessupportstudentlearningifthey:1.Capturesufficientstudytimeandeffort(inandoutofclass)2.Arespreadevenlyacrosstopicsandweeks3.Leadtoproductivelearningactivity(deepratherthansurfacelearning)4.Communicateclearandhighexpectations.(GibbsandSimpson2004)
The REAP project – 7 Principles of good feedback
1.helpsclarifywhatgoodperformanceis(goals,criteria,expectedstandards);2.facilitatesthedevelopmentofself-assessment(reflection)inlearning;3.delivershighqualityinformationtostudentsabouttheirlearning;4.encouragesteacherandpeerdialoguearoundlearning;5.encouragespositivemotivationalbeliefsandself-esteem;6.providesopportunitiestoclosethegapbetweencurrentanddesiredperformance;7.providesinformationtoteachersthatcanbeusedtohelpshapetheteaching.
Nicol,D.J.&Macfarlane-Dick,D.2006
Phil Race
VALID:Arewemeasuringwhat
wearetryingtomeasure?
RELIABLE:Isitfair?Would
multiplemarkersgivethesamemark?
TRANSPARENT:Dostudentsknow
‘wherethegoalpostsare’?
AUTHENTICDoesitreflect‘real-world’scenarios?
Assessment: partnership
Engagesstudentsinproductive/challenging(learning)activities–motivateslearning
Choice/variety–content&
processforass&feedback
Studentsinductedintoass
practices/culture
Appropriatetime&efforttoimpaspects
Formative&summativeass
Informsteachingpractice
Assinclusive&trustworthy
Clarifieswhatgood
performanceis
Studentsinvolvedindecision-making
Assforlearning
focusforstaffdev
Assforlearningatheartof
coursedesign
E-submission
Anonmarking
incremental
Feedback: dialogue
F2Ffeedbackforatleastfirstpieceofassessmenteachyear
Encourages+ivemotivationalbeliefs&self-
esteem
High-qualityfeedback
Feedbacktimely
Feedbackonallassessment
tasks
Feedbackisappropriate
Feedbackaddressesperformance(notcharacteristics)
Helpsstudentsself-assessed
andself- correct
Feedforward
Self-assessment,peerassessment,
reflection
Enoughdetail
Oftenenough
Feedbackimprovesstudentlearning
Studentsusingfeedback
Assessment and feedback planning
• Whatistheassessmentandfeedback‘diet’acrossthewholecourse?
• Foraparticularassignment– Whattypeofassessment?Whattypeoffeedback?– Wheninthecourse,andwhatwillthetimingsbeforreturningfeedback?
– Howcancleargoalsandstandardsbesharedandunderstood?
– Howwillthefeedbackbeorganised?– Howwillstudentsusethefeedback?
• Howcanthisinvolvemarkingteams,newstaff,students?
Getting students to engage with feedback
Givefeedbackwithoutrevealingmarks
Givestudentspracticeinwritingfeedbackusingmarkingcriteriae.g.peermarking
Dostudentsknowwhereto
findit?
Feedbacktimely
Givefastgeneric
feedbackandaskstudentstogaugetheirperformance
Feedforward
Involvestudentsinplanningfeedback
Makesurestudents
understandit
Setasidetimeinfacetofacesessionstoworkthrough
Includeareflectiononfeedbackinnext
assignmentFeedbackimprovesstudentlearning
Makefeedbackaccessible
Firetheirenthusiasm
Findtimeswhentheyareengaged
Diversity of assessment types• Avarietyofmethodsisdesirable:
– tomeasuredifferenttypesoflearning– toenablestudentstoworktotheirstrengthsatsometimesbutalsofacenewchallenges
– tofacilitate‘reasonableadjustments’forstudentswithdisabilitieswhileretainingrigourandconsistencyofmarking
– toenablestudentchoice• Butnotsomanydifferentformatsthatstudentsdon’tgetenoughexperiencetodevelopexpertiseineachapproach.
References cited/resources• Nicol,D.J.&Macfarlane-Dick,D.(2006).Formativeassessmentandself-regulated
learning:Amodelandsevenprinciplesofgoodfeedbackpractice.StudiesinHigherEducation,31(2),199-218
• NationalUnionofStudents(2010).Charteronfeedbackandassessment[Online].Availableat:http://www.nusconnect.org.uk/news/article/highereducation/720/
• Race,P.2010(2nd edition)MakingLearningHappen:AguideforPost-compulsoryEducation.London:SAGE
• Race,P.(2015)Thelecturer'stoolkit:apracticalguidetoassessment,learningandteaching 4thed.London:Routledge.
• PhilRace:https://phil-race.co.uk/assessment/• Ramsden,P.2003(2nd ed)LearningtoTeachinHigherEducation.London:
Routledge• Simpson,H.&Gibbs,G.(2004-5).ConditionsunderWhichAssessmentSupports
StudentLearning.LearningandTeachinginHigherEducation Issue1[Online].Availableat:http://www2.glos.ac.uk/offload/tli/lets/lathe/issue1/issue1.pdf#page=5